Name: _______________________ Date: _________ ACT/SAT Preparation Class Flocabulary small-group teaching self-assessment
criteria
illustration of each word’s
meaning in language that
is accessible for your
classmates (not repeated
from dictionary), including
synonyms
a non-verbal depiction of
each word (picture,
dramatic scene) and two
examples and two nonexamples of each word
part of speech (and ALL
variations) and
connotation of each word
sample sentence for each
word (one that provides
strong and clear context
clues)
formative assessment that
gauges your classmates’
understanding of the
vocabulary words (NOT
matching or definition
regurgitation)
participation from all
group members
group members
self
effective
competent
inadequate
The precise meanings of all words are
clearly explained in non-dictionary
language. Multiple synonyms of
various levels are provided.
The meanings of all words are explained,
but some include dictionary language or
may not be precise. Limited synonyms are
provided.
The meanings of all words are not
explained or are explained in words that
are simply a repetition of the dictionary.
Few or inappropriate synonyms are
provided.
The non-verbal depiction of each word
provides a precise illustration of the
meaning. The meaning could not be
confused for another word. The
presentation includes two examples
and two non-examples for each word
that are vivid in conveying meaning.
Part of speech and connotation are
clearly identified for each word. The
variations of all words are provided
and explained.
The non-verbal depiction of each word
provides an illustration of the meaning, but
some may be confusing or imprecise. The
presentation includes two examples and
two non-examples for each word; however,
the examples and non-examples are not all
clear and precise.
Part of speech and connotation are
identified for each word. The variations of
most words are provided.
The non-verbal depiction of each word
does not provide a clear illustration of the
meaning leading to confusion and lack of
understanding. The presentation does
not include two examples and two nonexamples for each word.
The sentences composed for each
word provide precise and apt context
clues that clearly convey the meaning
of each word.
The sentences composed for most words
provide clear context clues that convey the
meaning of each word.
The sentences composed may use the
words correctly but do not provide clear
context clues to suggest meaning.
The formative assessment provides
evidence of the vocabulary
understanding of each class member in
a way that has students apply their
knowledge rather than simply identify.
The formative assessment provides
evidence of the vocabulary understanding
of most class members in a way that has
students apply their knowledge rather than
simply identify.
The formative assessment provides
evidence of the vocabulary understanding
of only a few students or does not require
that students apply their knowledge.
All group members participate equally
and reveal strong knowledge of all of
the vocabulary words. Group
members exhibit interest and
seriousness in their presentation.
Preparation is clearly evident.
All group members participate but reveal
that they have not mastered all of the
vocabulary words. Group members exhibit
some interest in their presentation. It is
evident that group should have prepared
and practiced more.
Although all group members may
participate, some may do so only
minimally and reveal that they understand
little of the vocabulary. Some group
members show little or no interest in the
presentation. It is evident that the
group’s preparation and practice was
insufficient.
effective
competent
inadequate
Part of speech and connotation are not
identified for all the words. The variations
of some words are provided or all may be
neglected.
Describe the strengths of your group’s presentation. Be specific.
Describe the weaknesses of your group’s presentation. Be specific.
Explain your contributions to the group preparation and presentation.
How could your group’s preparation and presentation have been more effectively?
What will you personally do differently for the next group teaching lesson in terms of preparation and presentation so that the final
product is more successful?